Libmedia201

Communication Books:Used by children with autism or those who struggle with verbal language, these books encourage a child to choose a small picture card. The card allows the child to ask for something or to answer a question. Called the Picture Exchange Communication System, PECS, it was created by Andrew Bondy, Ph.D. and Lori Frost, M.S.

Highlighter Tape:Many children with autism possess strengths in decoding skills but difficulties with comprehension. Highlighter tape is an economical way to highlight text without it being permanent.

FM Auditory Trainers:Children who are deaf or have significant hearing loss may use an FM auditory trainer in school. A microphone is worn by the teacher, and a receiver is worn by the student. An FM trainer has several settings.

60 Apps in 60 Minutes (5) -- Brandon Lutz (6) not only has a great wiki, but also does a great presentation of apps at conferences all over the country. This wiki has links to all of his presentations and includes great overviews and tables of apps for education. iEAR Apps Review (7) -- This wonderful site run by Scott Meech (8) includes app reviews by educators for educators. App reviews are organized by category for easy searching. iPads in Schools Livebinder (9) -- Mike Fisher (10) has pulled together a ton of resources on using iPads in the classroom. There is a tab for "App of the Week" as well as a tab for "Best Free Apps." Android4Schools (11) -- This site, started by Richard Byrne (12) (of Free Tech 4 Teachers (13) fame), is dedicated to all things Android. It's a great place for educators not using iOS (aka Apple) devices or those involved in BYOD initiatives. Edutecher (14) -- A website and an app itself, this site is created and maintained by Adam Bellow (15) and allows users to search for apps by subject area and grade level.

Educational Technology in the Special Education Classroom In the special education classroom, attention should be given to optimum learning conditions, in the form of accommodations and modifications that will allow the student with learning disabilities to demonstrate his existing skills while learning new ones. In contrast to traditional paper-pencil tasks, interactive technology is providing many alternative methods for students to demonstrate what they have learned. Computers are powerful tools for students with special needs and should be utilized as much as possible.With the use of technology students who have difficulty getting their thoughts on paper because of poor handwriting skills, can write their thoughts with the use of a keyboard. A child whose visual processing disorder makes reading difficult can use his stronger auditory skills to listen to a recording of a book. When the visual book is utilized together with the auditory recording, the child receives the benefit of matching the sound with the words. This has the potential of improving his reading skills.

Wisconsin Educator Standards - Teachers Ten Standards for Teacher Development and Licensure To receive a license to teach in Wisconsin, an applicant shall complete an approved program and demonstrate proficient performance under all of the following standards: Teachers know the subjects they are teaching. The teacher understands the central concepts, tools of inquiry, and structures of the disciplines she or he teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils. Teachers know how children grow. The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development. Teachers understand that children learn differently. The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities. Teachers know how to teach. The teacher understands and uses a variety of instructional strategies, including the use of technology, to encourage children's development of critical thinking, problem solving, and performance skills. Teachers know how to manage a classroom. The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. Teachers communicate well. The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom. Teachers are able to plan different kinds of lessons. The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals. Teachers know how to test for student progress. The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil. Teachers are able to evaluate themselves. The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on pupils, parents, professionals in the learning community and others and who actively seeks out opportunities to grow professionally. Teachers are connected with other teachers and the community. The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support pupil learning and well-being and acts with integrity, fairness and in an ethical manner.